A U G U S T 3 0 , 2 0 1 2

TAP REVIEW: QUESTIONING

OBJECTIVE

• Teachers will implement varying levels of depth of knowledge questions in their classroom by the next cluster meeting and bring student works sample as evidence of that questioning.

AGENDA

Evaluation • IGP• Long Range Plan

Identify Need • Refinement Goals

Obtain New Learning • Modeling the Strategy

Development Lesson Development w/ IGP

Apply (In your classroom)

END OF THE YEAR QUESTIONNAIRE

• Looking at rubric areas as interconnected.• Teacher identified areas of need…• 1 – Questioning• 2 – Lesson Structure & Pacing• 3 – Thinking/Problem Solving• 4 – Teacher Knowledge of Students• 5 – Presenting Instructional Content

QUESTIONING

NEW LEARNING: DEPTH OF KNOWLEDGE

• Level 1: Recall and Reproduction• Level 2: Skills and Concepts/Basic Reasoning • Level 3: Strategic Thinking/Complex Reasoning • Level 4: Extended Thinking/Reasoning

SYNTHESIS AND EVALUATION“Putting together elements & parts to

form a whole, then making value judgments about the method.”

   EXTENDED THINKING

Requires an investigation; time to think and process multiple conditions of the problem or task.

BLOOM’S TAXONOMY

WEBB’S DOK

KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind

the appropriate material”

COMPREHENSION“Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a

verbatim repetition.”

APPLICATION“The use of abstractions in concrete situations.”

ANALYSIS“The breakdown of a situation into its component parts.”

RECALL

Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)

SKILL/CONCEPT

Use of information, conceptual knowledge, procedures, two or more steps, etc.

STRATEGIC THINKING

Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer

Wyoming School Health and Physical Education Network (2001).  Standards, Assessment, and Beyond.  Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet

QUESTIONS DEVELOPED ON FRIDAY

 

DOK 1: Recall and Reproduction Math Create a graph based on the data in the table.Drama Name the parts of the stage.ELA Who is the main character?Science What is a hypothesis?Math Solve for X.Computer Identify the parts of a Mac computer screen.Social Studies

Recall from Text: Who are the main people of an area?

ELA What is a summary?Math Write an equivalent equation using a percent, fraction,

and decimal.

QUESTIONS DEVELOPED ON FRIDAY

 DOK 2: Basic ReasoningMath 3+(6-7)x6=30 vs. 3+(6-7)+6=30 Which is correct? Why?

Drama Interpret a skit.

ELA Write a summary of the article.

Social Studies

SQ3R w/ Reading/Text

Math Determine if the graph and table present the same information

Science After reading the article write a hypothesis using information in the article.

Math Speculate on how the problem will be solved

Math If mom made 10 enchiladas and dad ate 2/3 of the total, how many complete enchiladas did Dad eat? How many complete enchiladas were left for the rest of the family?

Computer Compare and contrast Macs with PCs

Science Describe the relationship between the amount of time on Facebook and expected score on a test.

QUESTIONS DEVELOPED ON FRIDAY

 DOK 3: Strategic ReasoningMath If dad ate six whole enchilada out of 10 and there were only

three whole left over, how do you account for the amount left over?

Computer Compose and format an error free essay about your future life.Social Studies

How have the humans affected the environment? How has the environment effected the people?

Math $5 per hour vs. $200 per week vs. 9600 per year – Which pay would you choose? Why?

ELA Using textual evidence, synthesize the author’s point of view in the article.

ELA What would happen if someone else played the part of the main character and why?

Drama Improvise a scene.Science Given your hypothesis, write an experiment to test the main

idea of the article.

MODELING: YES, I HAVE A QUESTION!

• Write questions for three minutes. One question per sticky note.

Example:

WRITE QUESTIONS: ONE PER STICKY NOTE

SORTING

• Consider the Depth of Knowledge levels• Level 1: Recall and Reproduction• Recall of a fact, information, or procedure.

• Level 2: Skills and Concepts/Basic Reasoning • Use information or conceptual knowledge

• Level 3: Questions Strategic Thinking• Requires reasoning, developing plan or a sequence of steps,

some complexity, more than one possible answer.

• With your group, sort your post it notes into the three categories.

RUBRIC

• What areas of the rubric beyond questioning does this questioning strategy fit?• If you improve in questioning, what other areas of

the rubric could it impact?

DEVELOPMENT

• In one of your lesson’s next week:

• Create questions that fit DOK levels 1, 2, 3.

• Write your plan in your IGP• Consider:

– How will you ask these questions?– How can you collect student work

for these questions? (Orally vs. written)

– How will you know that these questions are successful?

– If you finish for one lesson, consider questions for continuing lessons.

APPLY

• Closure:• How will you apply this in your classroom this week.• Share out